Volume 5, Issue 3 (September 2023)                   Iranian Evolutionary and Educational Psychology 2023, 5(3): 43-57 | Back to browse issues page

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Eghbali A, Vahedi H, Rezaei R. (2023). Comparison of Visual-Spatial Performance, Attention Problems, and Cognitive Processing Speed in Male Students with and without Specific Learning Disabilities in Writing. Iranian Evolutionary and Educational Psychology. 5(3), 43-57. doi:10.52547/ieepj.5.3.43
URL: http://ieepj.hormozgan.ac.ir/article-1-275-en.html
1- Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract:   (127 Views)
Specific learning disabilities (SLDs) represent a group of neurodevelopmental disorders characterized by difficulties in acquiring academic skills in one or more areas. These difficulties persist despite typical intelligence and sufficient access to educational resources. In 2021, a research study was conducted in Tabriz, Iran, with the objective of comparing visual-spatial performance, attention problems, and cognitive processing speed among male students with and without specific learning disabilities in writing. This research adopted a casual-comparative method, selecting two groups of 60 third-grade male students through purposive sampling. One group comprised students with diagnosed learning disabilities in writing, who were under the care of the Learning Disabilities Center. The other group consisted of typically developing students attending regular schools. Data collection involved the utilization of the Conners Neuropsychological Scale (2004), and data analysis employed a multivariate analysis of variance (MANOVA). The study's results revealed significant differences in attention-related problems, cognitive processing speed, and visual-spatial performance between students with learning disabilities in writing and their typically developing peers. These findings offer valuable insights for educators working with students facing learning disabilities and for psychologists involved in their care.
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Type of Study: Original | Subject: Educational Psychology
Received: 2021/03/13 | Accepted: 2021/06/10 | Published: 2023/09/1

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